By welcoming a student's home language into the classroom, schools actively engage English l... more By welcoming a student's home language into the classroom, schools actively engage English language learners in literacy.
Across the globe, schools serve students from increasingly diverse backgrounds, including those s... more Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.
In the context of the global covid-19 pandemic, educators at all levels had to re-imagine their t... more In the context of the global covid-19 pandemic, educators at all levels had to re-imagine their teaching practices to respond to the necessity of conducting all courses on-line. This article reports on the collaboration of two university instructors to create a trans-national model of learning in the context of the covid-19 pandemic. By virtue of this collaboration, the efl students based at a large public university in Colombia were engaged in four online sessions and paired with teacher candidates taking an esl endorsement course in the United States. This online collaboration afforded the Colombian efl students an authentic opportunity to practice their English learning and the us teacher candidates a meaningful context in which to conduct authentic language assessments. Using interview and questionnaire data, this qualitative case study explored the experiences of the efl students. The data demonstrate that online exchanges can afford students meaningful opportunities for langua...
Immigrant students who arrive in Canada speaking little or no English (henceforth bilingual/ESL s... more Immigrant students who arrive in Canada speaking little or no English (henceforth bilingual/ESL students) face formidable challenges in catching up academically, particularly if they arrive after the initial grades of elementary school. By Grade 4, the language of content areas such ...
Across the globe, schools serve students from increasingly diverse backgrounds, including those s... more Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.
e case studies in this article represent the work of two elementary teachers who integrated their... more e case studies in this article represent the work of two elementary teachers who integrated their students' identities into the literacy curriculum. Drawing on Cummins' (2001) concept of identity investment, academic engagement, and multiliteracies theory, I discuss and analyze samples of students' dual language writing and document the teaching practices that made these identity texts possible. Interview data from student participants and examples of their work illustrate the ways in which students re-imagine their identities by engaging with writing in both languages. e work of these students demonstrates the power that writing can have as a medium for students to express their identities. is study further shows that teaching writing through the use of personal narratives and cultural stories affords students opportunities to build their own cultural capital in relation to the expectations of academic writing.
By welcoming a student's home language into the classroom, schools actively engage English l... more By welcoming a student's home language into the classroom, schools actively engage English language learners in literacy.
Across the globe, schools serve students from increasingly diverse backgrounds, including those s... more Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.
In the context of the global covid-19 pandemic, educators at all levels had to re-imagine their t... more In the context of the global covid-19 pandemic, educators at all levels had to re-imagine their teaching practices to respond to the necessity of conducting all courses on-line. This article reports on the collaboration of two university instructors to create a trans-national model of learning in the context of the covid-19 pandemic. By virtue of this collaboration, the efl students based at a large public university in Colombia were engaged in four online sessions and paired with teacher candidates taking an esl endorsement course in the United States. This online collaboration afforded the Colombian efl students an authentic opportunity to practice their English learning and the us teacher candidates a meaningful context in which to conduct authentic language assessments. Using interview and questionnaire data, this qualitative case study explored the experiences of the efl students. The data demonstrate that online exchanges can afford students meaningful opportunities for langua...
Immigrant students who arrive in Canada speaking little or no English (henceforth bilingual/ESL s... more Immigrant students who arrive in Canada speaking little or no English (henceforth bilingual/ESL students) face formidable challenges in catching up academically, particularly if they arrive after the initial grades of elementary school. By Grade 4, the language of content areas such ...
Across the globe, schools serve students from increasingly diverse backgrounds, including those s... more Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.
e case studies in this article represent the work of two elementary teachers who integrated their... more e case studies in this article represent the work of two elementary teachers who integrated their students' identities into the literacy curriculum. Drawing on Cummins' (2001) concept of identity investment, academic engagement, and multiliteracies theory, I discuss and analyze samples of students' dual language writing and document the teaching practices that made these identity texts possible. Interview data from student participants and examples of their work illustrate the ways in which students re-imagine their identities by engaging with writing in both languages. e work of these students demonstrates the power that writing can have as a medium for students to express their identities. is study further shows that teaching writing through the use of personal narratives and cultural stories affords students opportunities to build their own cultural capital in relation to the expectations of academic writing.
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